††††††††††† The Graduate Certificate Program in Play Therapy
will to allow students to obtain a comprehensive authentic learning experience
in play therapy.† This program offers a
broad sequence of courses in play therapy that build upon one another in a
coherent fashion. Students begin with CPS 592, and then take CPS 692. CPS 603
and CPS 604 would follow in the sequence; students can elect which course to
take first. Finally, CPS 590 at their convenience during the certificate
program as it comprises foundations and practical applications. Students are
required to maintain a GPA of 3.0 in the certificate program.

Students who complete the certificate program
qualify for training to become Certified Play Therapists through the National
Institute for Relationship Enhancement (CPS 592) and earn the necessary
educational credits toward certification as Registered Play Therapist (CPS 592,
CPS 692, CPS 603, & CPS 604) and/or Certified Play Therapist and Child
Psychotherapist through the Association for Play Therapy and Play Therapy
International (CPS 592, CPS 692, CPS 603, CPS 604, & CPS 590) respectively.
These represent all the ways individuals can become credentialed play
therapists. There is no one standard.

The certificate program welcomes current students
and practitioners in the fields of psychology, education, counseling, and human
development. Participants must have an earned Bachelorís degree. Courses will
be offered on a rotating basis such that participants in the graduate
certificate program will be able to complete the program in two years time.
Students will receive a certificate that states the completion of the program
as well as an annotation on his or her student transcript. This is not a degree
program.

CPS 592††††††††††††††† Introduction
to Play Therapy (Already an approved course)

This course is intended
to provide students with an overview of play therapy. It is intended that
students will acquire a theoretical and applied understanding of the
child-centered model of play therapy and the philosophy and skills necessary
for counselors to include play therapy as a part of their intervention
repertoire.

This course is intended
to provide students with a critical analysis of theoretical approaches to play
therapy (Knowledge) with an emphasis on the dimensions of the process, the
counselor's understanding of children's behavior (Social Justice) and his/her
perceptions of self, of the client, and of the therapeutic play relationship
(Reflection). It is intended that students will acquire an applied
understanding of the Adlerian, and Gestalt models of play therapy and the
philosophy and skills necessary for counselors to include play therapy as a
part of their intervention repertoire (Authentic Learning).

CPS 603††††††††††††††† Clinical
Consultation in Play Therapy

This is an advanced,
experiential course in play therapy theory and practice (Authentic Learning,
Practice, Knowledge). The goal of the course is to increase student's
effectiveness with, and knowledge of play therapy through intensive study of
practical applications and theoretical approaches (Authentic Learning,
Practice, Reflection) This course will also address models for the evaluation
of play therapy sessions for case consultation and clinical supervision
(Collaboration & Leadership, Authentic Learning) that use the skills of reflective listening, narrative
writing, and identifying themes in children's play (Practice).

This course is intended
to provide students with an in-depth exploration of contemporary issues play
therapy (Knowledge). It is intended that students will acquire a critical
understanding of play therapy and the philosophy and skills necessary for
counselors to determine when, how, and why play therapy should be included as a
part of their intervention repertoire (Reflection & Practice).

In this course students
will develop an understanding of how various art forms can be used and combined
in counseling (knowledge). It is intended to provide students applied
understanding of how art provides a framework to facilitate the connection with
the self and others, identify and express feelings, support clientís strengths,
develop resiliency, and foster change (reflection, collaboration). Although
students are not expected to demonstrate any exceptional talent or skill as an
artist, they will be required to learn some simple art techniques that can be
used with clients, and become familiar with a variety of strategies that could
be applied to emergent opportunities for therapeutic intervention (practice,
authentic learning).